Abstract

The higher education system in the UK has significantly changed over the last decade due to a growing emphasis on student learning activities, quality assurance procedures and research funding mechanisms. According to previous studies, there is no automatic link between research and teaching. Thus, the link needs to be created to enhance staff productivity and student learning. This paper reports findings of the first phase of our research study that aimed at developing guidelines on how to transfer research knowledge into teaching in higher education, in order to create such a productive relationship. The framework and guidelines that are presented in this paper were developed for the Built Environment sector through a literature survey and an exploratory study. The next phase of this research will explore the implementation of this model across different disciplines through a series of case studies. The final outcome of the research will be the development and validation of a more generic set of guidelines relating to the transfer of research knowledge into teaching.